卓越医师“人体结构”课程教学实践的尝试
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摘要
人体结构模块是相对独立完整的学习单位,是卓越医师班的重要基础课程。本模块共计200学时,通过整合人体解剖学、影像解剖学、外科学、内科学和耳鼻喉科学等教学内容进行综合设计,将解剖学知识与临床知识进行整合实施教学,并通过在课堂上结合临床实际案例与人体结构知识相结合的办法,能使学生按功能系统理解和掌握人体各器官系统的正常形态结构和各器官系统之间的联系,使学生能够正确、完整地认识人体的形态结构,学到扎实的人体解剖学知识,为学习其他基础医学课程和临床医学课程奠定基础。同时,还要进一步培养学生的学习能力、思维能力、创新能力、实践操作能力和运用解剖学知识解决实际临床问题的能力。
The human body structure module is relatively independent and complete learning unit,is an important basic course for the excellent doctor class.This module is a total of 200 hours,the teaching content through the integration of human anatomy,imaging anatomy,surgery,Department of internal medicine and otorhinolaryngology of integrated design,Integrating the knowledge of anatomy and clinical knowledge into teaching,and through the combination of clinical practice in the classroom with the combination of human structural knowledge approach,to enable students to understand and master the functional system of the human body by the functional system of the normal form of structure and the relationship between the various organs of the system,to enable students to correct and complete understanding of the morphological structure of the human body,learn human anatomy knowledge,to lay the foundation for learning other courses of basic medicine and clinical medicine courses.At the same time,but also to cultivate students' ability of learning ability,thinking ability,innovation ability,practice ability and apply knowledge to solve practical problems of clinical anatomy.
The human body structure module is relatively independent and complete learning unit,is an important basic course for the excellent doctor class.This module is a total of 200 hours,the teaching content through the integration of human anatomy,imaging anatomy,surgery,Department of internal medicine and otorhinolaryngology of integrated design,Integrating the knowledge of anatomy and clinical knowledge into teaching,and through the combination of clinical practice in the classroom with the combination of human structural knowledge approach,to enable students to understand and master the functional system of the human body by the functional system of the normal form of structure and the relationship between the various organs of the system,to enable students to correct and complete understanding of the morphological structure of the human body,learn human anatomy knowledge,to lay the foundation for learning other courses of basic medicine and clinical medicine courses.At the same time,but also to cultivate students' ability of learning ability,thinking ability,innovation ability,practice ability and apply knowledge to solve practical problems of clinical anatomy.
引文
[1]易西南,伏辉,孙建永.人体解剖学PBL教学模式的优化[J].解剖学研究,2011,33(3):236-237.
[2]李辉,邹昌旭,李云庆.解剖学教学中创新能力的培养[J].山西医科大学学报,2005,7(4):353-354.
[3]姚立杰,姜杨,刘富,等.基于能力培养的解剖学教学改革[J].中国医药导报,2014,11(21):131-134.
[4]袁圆,耿慧慧,隋东莉.病例研究教学模式在解剖学教学中的应用[J].基础医学教育,2014,16(8):596-598.
[5]杨梅松竹,王小莉,龚心牧.临床病例导入式教学在病理学教学中的应用[J].南方医学教育,2013,3:23-25.
[6]马勇,韩红坤,沈雷,等.以临床问题为中心的讨论式教学法在局部解剖学实验课教学中的应用及效果[J].齐齐哈尔医学院学报,2008,29(3):340-341.
[7]程秀娟,游言文,田新红等.人体解剖学教学中增加病例讨论和临床见习的尝试[J].解剖学杂志,2014,37(1):127-128.
[8]田吉梅,盘强文.案例式教学在生理学教学中的探索与应用[J].现代医药卫生,2013,29(9):1419-1421.
[9]冯小坤.和谐互助式学习在专业课教学中的作用[J].河南农业,2011(7X):44-45.
[10]冯志鹏.浅谈组织学与系统解剖学之间的学习[J].大家健康(学术版),2013,7(12):195.
[11]罗文琪,谭杨,王金平.浅谈系统解剖学学习方法[J].教育教学论坛,2012(43B):84-85.
[12]卢辰.提高系统解剖学学生学习积极性的几点方法[J].四川解剖学杂志,2011,19(1):66-67.
[2]李辉,邹昌旭,李云庆.解剖学教学中创新能力的培养[J].山西医科大学学报,2005,7(4):353-354.
[3]姚立杰,姜杨,刘富,等.基于能力培养的解剖学教学改革[J].中国医药导报,2014,11(21):131-134.
[4]袁圆,耿慧慧,隋东莉.病例研究教学模式在解剖学教学中的应用[J].基础医学教育,2014,16(8):596-598.
[5]杨梅松竹,王小莉,龚心牧.临床病例导入式教学在病理学教学中的应用[J].南方医学教育,2013,3:23-25.
[6]马勇,韩红坤,沈雷,等.以临床问题为中心的讨论式教学法在局部解剖学实验课教学中的应用及效果[J].齐齐哈尔医学院学报,2008,29(3):340-341.
[7]程秀娟,游言文,田新红等.人体解剖学教学中增加病例讨论和临床见习的尝试[J].解剖学杂志,2014,37(1):127-128.
[8]田吉梅,盘强文.案例式教学在生理学教学中的探索与应用[J].现代医药卫生,2013,29(9):1419-1421.
[9]冯小坤.和谐互助式学习在专业课教学中的作用[J].河南农业,2011(7X):44-45.
[10]冯志鹏.浅谈组织学与系统解剖学之间的学习[J].大家健康(学术版),2013,7(12):195.
[11]罗文琪,谭杨,王金平.浅谈系统解剖学学习方法[J].教育教学论坛,2012(43B):84-85.
[12]卢辰.提高系统解剖学学生学习积极性的几点方法[J].四川解剖学杂志,2011,19(1):66-67.